Posted by & filed under mosomelt, Personal.

Unfortunately, I have not been able to update due to some personal issues. I am working on them and hope to be back soon.

 

Posted by & filed under abstract, academic, article, collaborative learning, dissertation, draft, education, goals, jigsaw, journal, learning, mobile, mosomelt, PHD, research, Skills, teamwork, template, thesis, Week Two, Writing.

Since I had a bit more time to work, I decided to revise my abstract. The mistakes I made were:

  • Not including the keywords
  • I wrote as “the purpose of this study was to examine” which is wrong unless you are writing for grants, so I changed it to ” This study presents the results of the effects of mobile jigsaw II activities on teamwork competency.”
  • Plus some changes in the structure of the sentences
  • Any suggestions or feedback would be highly appreciated

Revised Abstract

Effects of Mobile Jigsaw II on Teamwork Competency

ABSTRACT

Teamwork competency is crucial for the 21st-century workforce. The importance of teamwork is repeatedly emphasised in numerous reports both from developed and developing countries. It has been suggested that mobile computer supported collaborative learning could foster teamwork. However, limited studies had examined the effects of mobile computer supported collaborative learning by applying structured collaborative learning strategies such as jigsaw II activities. This study presents the results of the effects of mobile jigsaw II activities on teamwork competency. A quasi-experimental design was employed with a sample of 94 students enrolled in a mandatory ‘Building Career Skills’ (level one) course in the vocational education centre in Sri Lanka. The study found that the experimental group had a higher perception of their communication, decision making and adaptability skills than the two comparison groups, indicating that the intervention would have likely made a difference in three areas: communication, adaptability and decision making. However, the findings did not indicate any differences among the three groups in the leadership, coordination and interpersonal skills dimension. These findings suggest that factors such as mobility, flexibility, instant access, peer feedback and social space may promote teamwork competency and factors such as lack of social interactions, intervention duration, group size, social skills and device distractions may explain some variances in the learning outcomes.

Keywords: Mobile collaborative learning, teamwork, jigsaw II, Quasi-experimental design

 

Posted by & filed under abstract, article, collaborative learning, draft, first, jigsaw, journal, mobile, mobile computer supported collaborative learning, mobile learning, mosomelt, research, Skills, teamwork, Week Two, zero.

Drafting the Abstract

I was a bit busy and I couldn’t spend much time on the abstract. However, I managed to draft one within 30 minutes because I had all the sources. It is not a perfect draft. I will have to revise but I am happy that I managed to write one. An imperfect draft is better than zero draft. Below is the sample of my first draft.

Remember you can always edit a messy draft but you can’t edit a zero draft.

 

Effects of Mobile Jigsaw II on Teamwork Competency

ABSTRACT

Teamwork competency is crucial for the 21st-century workforce. The importance of teamwork is repeatedly emphasised in numerous reports both from developed and developing countries. In Sri Lanka too, employers are consistently looking for teamwork competency.

It had been suggested that mobile computer supported collaborative learning could foster teamwork. However, limited studies had examined the effects of mobile computer supported collaborative learning by applying structured collaborative learning strategies such as jigsaw II activities. The purpose of this study was to examine the effects of mobile jigsaw II activities on teamwork competency in a TVET in Sri Lanka. A quasi-experimental design was employed with a sample of 94 students enrolled in a mandatory ‘Building Career Skills’ (level one) course. The findings indicated that the students of mobile jigsaw II group had a higher perception of their communication, decision making and adaptability skills than the two other groups, indicating that the intervention would have likely made a difference in three areas: communication, adaptability and decision making. However, the findings did not indicate any differences among the three groups in the leadership, coordination and interpersonal skills dimension of TSQ. This study concludes by arguing that it has contributed to understanding ways in which factors such as mobility, flexibility, instant access, peer feedback and social space could promote teamwork competency. Also, factors such as lack of social interactions, intervention duration, group size, social skills and device distractions can explain some variances in the learning outcomes.